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TEACHING EDUCATION WITH TECHNOLOGICAL TOOLS AND
TEACHING THEM HOW TO USE
Ergashova Munavvar Dilsiroj qizi
https://doi.org/10.5281/zenodo.14059970
Annotation:
In this thesis it is given that every person has a unique set of
bilingual traits; it might be difficult to sum up bilingualism in a few words. There
could be disparities in a language's aptitude and use, or in the level of expertise
between the two languages. Most people learn to speak two languages because
they find it useful in their daily activities. As a result, each person's level of
bilingualism will be unique. Although it is relatively typical to have a dominant
language, bilinguals are not always completely fluent in both of their languages.
It should be mentioned that learning to communicate in two languages takes
time. One cannot become bilingual after studying a language for six months.
Information on bingualism hypothesis is included in this article.
Abstract:Course books are the most popular way to learn foreign languages.
However, in the 21st century, there are other ways to learn languages, such as
multimedia tools. The use of the Internet, newspapers, radio, or television can be
an alternative to traditional language learning methods.The rapid advancement
of science and technology, such as multimedia technology, has made it possible
to explore this new teaching method more effectively. In reality, multimedia
technology plays a vital role in the teaching of English language, particularly in
the context of non-native speaking English.
This article investigates the effectiveness of multimedia tools in enhancing
the development of receptive skills (listening and reading comprehension) in
foreign language learning. It explores the advantages of multimedia resources,
including increased engagement, improved motivation, and exposure to
authentic language. The paper examines various multimedia tools such as audio
recordings, video clips, interactive websites, and educational software.
Additionally, it discusses pedagogical strategies for integrating these tools into
classroom instruction, focusing on activities that promote active listening and
close reading
What it means to communicate in two languages cannot be easily defined.
Does this encompass speaking, listening, reading, and writing? How well should
the person be able to communicate? How effectively does the person need to
communicate? The meaning of being bilingual is mostly up to the speakers
themselves. Bilingualism is prevalent in many cultures all over the world.
Depending on the circumstances surrounding someone's bilingualism, examples
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of nearly every language combination can be found.Access to quality education
is still a major bottleneck in developing countries. Efforts at opening the access
to a large majority of citizens in developing nations have explored different
strategies including the use of multimedia technology. This paper provides a
systematic review of different multimedia tools in the teaching and learning
processes with a view to examining how multimedia technologies have proven
to be a veritable strategy for bridging the gap in the provision of unrestricted
access to quality education and improved learners' performance. The review
process includes conducting an extensive search of relevant scientific literature,
selection of relevant studies using a pre-determined inclusion criteria, literature
analysis, and synthesis of the findings of the various studies that have
investigated how multimedia have been used for learning and teaching
processes. The review examines various case study reports of multimedia tools,
their success and limiting factors, application areas, evaluation methodologies,
technology components, and age groups targeted by the tools. Future research
directions are also provided. Apart from text and images, existing tools were
found to have multimedia components such as audio, video, animation and 3-D.
The study concluded that the majority of the multimedia solutions deployed for
teaching and learning target the solution to the pedagogical content of the
subject of interest and the user audience of the solution while the success of the
different multimedia tools that have been used on the various target groups and
subjects can be attributed to the technologies and components embedded in
their development.
Privacy - people who are bilingual have the ability to code-switch. If two
bilingual friends found themselves in a situation where they didn't want the
people around them to understand what they were talking about, they could
code-switch from one language to the other in order to keep their conversation
private.
The capacity to switch between various languages or language variations
during a single verbal encounter is known as code-switching. Greater cultural
awareness – Because culture and language are frequently so closely related,
speaking more than one language may enable the speaker to get a deeper
understanding of other cultures. For instance, a child who was born to Spanish
parents and raised in England but who is proficient in both Spanish and English
may have a much stronger knowledge of their Spanish background than a
youngster who only speaks English. As a result of being bilingual, this youngster
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would probably have a strong understanding of both their Spanish ancestry and
British culture.
Job market competition – as we have already seen, language skills are
crucial in both corporate and professional contexts. Being bilingual gives people
a competitive edge over their monolingual rivals and distinguishes them by
enabling them to connect with more coworkers and clients. Third-language
acquisition is simple; like with anything, practice makes perfect. It is
significantly simpler to study a third language if you are already fluent in two
others.
Bilinguals have the rare capacity to combine the best aspects of the two
languages they speak, which allows for creative expression. Bilinguals can add
powerful words from other languages to their speech to give it more punch with
a little bit of imaginative code-switching. Idiomatic language and other
expressions in one language occasionally do not translate well into others. Being
bilingual allows the speaker to continue using these powerful words and
phrases without having to translate them to make sense.
The language system, which some linguists now refer to as implicit
linguistic competence, or the grammar, is what is typically impaired as a result
of lesions in the perisylvian classical language areas of the left cerebral
hemisphere, and this is what neurolinguists and language pathologists have
traditionally focused on. Additionally, the majority of second-language
curriculum is likewise based on this linguistic system. But in recent years, it has
come to more and more attention that language, as currently defined, is only one
aspect of verbal communication.
Learning more than one language does not have any notably negative
consequences on kids. However, on a functional level, there are certain benefits
and drawbacks. People who are bilingual believe that one of the two languages
they speak predominates. Even if they learnt the two languages simultaneously,
this is always the case. They will therefore always have to exert more mental
effort when speaking the secondary language. Additionally, they exert greater
effort when speaking the second language, which is reflected in their
performance. However, bilinguals nonetheless differ from monolingual speakers
in specific ways even when they speak their dominant language.
References:
1.
Paradis, M. (1977). Bilingualism and aphasia. In H. Whitaker & H. A.
Whitaker (Eds.), Studiesin Neurolinguistics, Vol. 3. New York: Academic Press.
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2.
Paradis, M. (1989). Bilingual and polyglot aphasia. In F. Boller & J.
Graffman (Eds.),Handbookof Neuropsychology,Vol. 2 (pp.117– 140). Oxford:
Elsevier.
3.
Neurolinguistic
aspects
of
bilingualism.
https://www.researchgate.net/publication/249839558_Neurolinguistic_aspects
_of_bilingualism
4.
Neurolinguistic Theory of Bilingualism, by Michel Paradis (review) |
Norbert Francis - Academia.edu.
5.
https://www.academia.edu/30520656/Neurolinguistic_Theory_of_Biling
ualism_by_Michel_Paradis_review_
6.
Bilingualism and the Brain: Myth and Reality | Neurología (English
Edition). https://www.elsevier.es/en-revista-neurologia-english-edition--495-
articulo-bilingualism-brain-myth-reality-S2173580810700821
